How to measure gamification experiences in nursing? Adaptation and validation of the Gameful Experience Scale [GAMEX]

Márquez-Hernández, Verónica V.; Garrido-Molina, José Miguel; Gutiérrez-Puertas, Lorena; García-Viola, Alba; Aguilera-Manrique, Gabriel; Gámez, Genoveva Granados

doi:10.1016/j.nedt.2019.07.005

Cited by 32 publications

(20 citation statements)

References 23 publications

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“…It is made up of 27 questions rated on a Likert-type scale, from 1 (never) to 5 (always). This questionnaire was adapted to a Spanish context and validated in Spanish by Márquez-Hernández et al (2019). The questions are divided into 6 dimensions: enjoyment, absorption, creative thinking, activation (excitement, nervousness, thrill), absence of negative effects, and dominance (control over the situation).…”

Section: Gameful Experience Scalementioning

confidence: 99%

Escape Rooms as a Clinical Evaluation Method for Nursing Students

Gutiérrez-Puertas

Márquez-Hernández

Román

et al. 2020

Clinical Simulation in Nursing

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Section: Gameful Experience Scalementioning

confidence: 99%

Escape Rooms as a Clinical Evaluation Method for Nursing Students

Gutiérrez-Puertas

Márquez-Hernández

Román

et al. 2020

Clinical Simulation in Nursing

Self Cite

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“…Gaming Experience Scale (GAMEX): it measures the gaming experience among Physiotherapy students during the Escape Room [ 28 , 29 ] and it contains 27 items that are scored using a Likert-type scale with a range from 1 (never) to 5 (always). At the same time, the 27 items are divided into 6 dimensions, which include enjoyment, absorption, creative thinking, activation, absence of negative effects, and dominance.…”

Section: Methodsmentioning

confidence: 99%

“…At the same time, the 27 items are divided into 6 dimensions, which include enjoyment, absorption, creative thinking, activation, absence of negative effects, and dominance. The total Cronbach’s α value was 0.855 [ 29 ].…”

Section: Methodsmentioning

confidence: 99%

Escape Room vs. Traditional Assessment in Physiotherapy Students’ Anxiety, Stress and Gaming Experience: A Comparative Study

Molina-Torres

Sandoval-Hernández

Ropero‐Padilla

et al. 2021

IJERPH

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Escape Rooms can serve multiple academic and educational purposes and can be used as part of the evaluation of a learning program. The aim of this study was to analyze the levels of anxiety and stress perceived in the evaluation using the Escape Room compared to the traditional evaluation, as well as to analyze the gaming experience. Methods: A comparative study was carried out in students of the Degree in Physiotherapy, with a total of 56 participants who underwent 2 evaluation processes. The variables analyzed were the State—Trait Anxiety Inventory, the Perceived Stress Questionnaire, and the Gaming Experience Scale. A comparative analysis was performed between the groups using the Mann Whitney U test and Student’s T test. Results: The levels of state-anxiety and trait-anxiety were higher in the traditional assessment group. Although no differences were found in the qualification obtained by the students, statistically significant differences were found between the two evaluation systems in terms of the overload factor, the energy factor, and the fear-anxiety factor of the perceived stress questionnaire. Conclusions: The Escape Room can be considered as an alternative to the traditional evaluation in Physiotherapy Degree students due to its lower levels of anxiety and perceived stress.

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“…Thus, the GAMEX scale is of particular importance to this study. Although this scale has been validated in various contexts, such as marketing [18] and nursing [19,22], it has not been applied to or validated for the use in educational contexts, such as DGBL. To address this research gap, the GAMEX scale is used in this study to empirically investigate students' GE.…”

Section: Theoretical Background and Hypotheses Developmentmentioning

confidence: 99%

Encouraging gameful experience in digital game-based learning: A double-mediation model of perceived instructional support, group engagement, and flow

Höyng

2022

Computers & Education

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In the current digitalization era, digital game-based learning (DGBL) is used in education to engage and motivate students. Gameful experience (GE) is a crucial precondition to determine the effectiveness of these games. However, previous research focused solely on the effects of games on inter alia student engagement, and empirical research regarding GE is lacking. This study investigates the factors that encourage students' GE. Grounded in the theory of experience, a double-mediation model is developed that considers the direct relationship between instructional support and students' GE and examines how group engagement and flow mediate this relationship. Data from 336 students participating in a team-based business simulation game revealed that group engagement and flow sequentially double-mediated the positive relationship between instructional support and GE. Thus, to encourage students' GE, educators and education institutions should provide appropriate instructional support that promotes group engagement as well as flow among students.

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How to measure gamification experiences in nursing? Adaptation and validation of the Gameful Experience Scale [GAMEX]

Cited by 32 publications

References 23 publications

Escape Rooms as a Clinical Evaluation Method for Nursing Students

Escape Rooms as a Clinical Evaluation Method for Nursing Students

Escape Room vs. Traditional Assessment in Physiotherapy Students’ Anxiety, Stress and Gaming Experience: A Comparative Study

Encouraging gameful experience in digital game-based learning: A double-mediation model of perceived instructional support, group engagement, and flow

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